Roselyn House School - Exams Contigency 2022-23

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ROSELYN HOUSE SCHOOL /

THE RHISE SERVICE

Exam Contingency Plan 

2022/2023

Contents

Key staff involved in contingency planning 3

Purpose of the plan 4

Possible causes of disruption to the exam process 4

1. Exam officer extended absence at key points in the exam process (cycle) 4

2. SENCo extended absence at key points in the exam cycle 5

3. Teaching staff extended absence at key points in the exam cycle 6

4. Invigilators - lack of appropriately trained invigilators or invigilator absence 7

5. Exam rooms - lack of appropriate rooms or main venues unavailable at short notice 7

6. Failure of IT systems 7

7. Emergency evacuation of the exam room (or centre lock down) 8

8. Disruption of teaching time in the weeks before an exam – centre closed for an extended period

9. Candidates unable to take examinations because of a crisis – centre remains open 8

10. Centre unable to open as normal during the examinations period 9

11. Disruption in the distribution of examination papers 9

12. Disruption to the transportation of completed examination scripts 9

13. Assessment evidence is not available to be marked 10

14. Centre unable to distribute results as normal or facilitate post results services 10

15. Cyber security 11

Further guidance to inform procedures and implement contingency planning 13

Ofqual 13

JCQ 15

GOV.UK 18

Wales 18

Northern Ireland 18

National Counter Terrorism Security Office 18

This plan is reviewed annually to ensure compliance with current regulations 

Approved/reviewed by
Kirsty Willacy
Date of next review	October 2023

Key staff involved in contingency planning 

Role	Name(s)
Head of centre	SHARON DAMERALL
Exams officer line manager (SLT)	KIRSTY WILLACY
Exams officer	KIRSTY WILLACY
ALS lead/SENCo	JUNE WILSON
Senior leader(s)	JACK BIRKENHEAD

This Policy should be read in conjunction with Roselyn House School and The RHISE Centre’s Emergency Planning Policy and Procedures.

Purpose of the plan 

This plan examines potential risks and issues that could cause disruption to the exams process at Roselyn House School/ The RHISE Centre. By outlining actions/procedures to be invoked in case of disruption it is intended to mitigate the impact these disruptions have on our exam process.  

Alongside internal processes, this plan is informed by the Ofqual. 

Exam system contingency plan: England, Wales and Northern Ireland which provides guidance in the publication What schools and colleges and other centres should do if exams or other assessments are seriously disrupted and the JCQ Joint Contingency Plan for the Examination System in England, Wales and Northern Ireland and the JCQ notice Preparing for disruption to examinations (effective from 11 October 2022). 

This plan also confirms Roselyn House School/ The RHISE Centre compliance with JCQ’s General Regulations for Approved Centres (section 5.3) that the centre has in place:  

a written examination contingency plan which covers all aspects of examination administration. This will allow members of the senior leadership team to act immediately in the event of an emergency or staff absence. The examination contingency plan should reinforce procedures in the event of the centre being unavailable for examinations, or on results day, owing to an unforeseen emergency

Possible causes of disruption to the exam process 

Exam officer extended absence at key points in the exam process (cycle)

Criteria for implementation of the plan 

Key tasks required in the management and administration of the exam cycle not undertaken including: 

Planning 

annual data collection exercise not undertaken to collate information on qualifications and awarding body specifications being delivered 
annual exams plan not produced identifying essential key tasks, key dates and deadlines 
sufficient invigilators not recruited

Entries 

awarding bodies not being informed of early/estimated entries which prompts release of early information required by teaching staff 
candidates not being entered with awarding bodies for external exams/assessment 
awarding body entry deadlines missed or late or other penalty fees being incurred

Pre-exams 

invigilators not trained or updated on changes to instructions for conducting exams 
exam timetabling, rooming allocation; and invigilation schedules not prepared 
candidates not briefed on exam timetables and awarding body information for candidates 
confidential exam/assessment materials and candidates’ work not stored under required secure conditions  
internal assessment marks and samples of candidates’ work not submitted to awarding bodies/external moderators

Exam time 

exams/assessments not taken under the conditions prescribed by awarding bodies 
required reports/requests not submitted to awarding bodies during exam/assessment periods, for example very late arrival, suspected malpractice, special consideration 
candidates’ scripts not dispatched as required for marking to awarding bodies

Results and post-results 

access to examination results affecting the distribution of results to candidates  
the facilitation of the post-results services

Centre actions to mitigate the impact of the disruption 

Roselyn House School have 2 exams officers should one be absent so cover is present throughout the year.

ALS lead/SENCo extended absence at key points in the exam cycle

Criteria for implementation of the plan 

Key tasks required in the management and administration of the access arrangements process within the exam cycle not undertaken including: 

Planning 

candidates not tested/assessed to identify potential access arrangement requirements 
centre fails to recognise its duties towards disabled candidates as defined under the terms of the Equality Act 2010 
evidence of need and evidence to support normal way of working not collated

Pre-exams 

approval for access arrangements not applied for to the awarding body 
centre-delegated arrangements not put in place 
modified paper requirements not identified in a timely manner to enable ordering to meet external deadline 
staff (facilitators) providing support to access arrangement candidates not allocated and trained

Exam time 

access arrangement candidate support not arranged for exam rooms

Centre actions to mitigate the impact of the disruption 

Headteacher to take on SENC0 role 
Student’s EHCPs to be referenced 
Whole school assessment conducted throughout the year.

Teaching staff extended absence at key points in the exam cycle

Criteria for implementation of the plan 

Key tasks not undertaken including: 

Early/estimated entry information not provided to the exams officer on time; resulting in pre-release information not being received 

Final entry information not provided to the exams officer on time; resulting in candidates not being entered for exams/assessments or being entered late/late or other penalty fees being charged by awarding bodies 

Non-examination assessment tasks not set/issued/taken by candidates as scheduled 

Candidates not being informed of centre assessed marks before marks are submitted to the awarding body and therefore not being able to consider appealing internal assessment decisions and requesting a review of the centre’s marking 

Internal assessment marks and candidates’ work not provided to meet awarding body submission deadlines 

Centre actions to mitigate the impact of the disruption 

The extended absence of any teacher would be monitored by the Head of Department or line manager. 
RHS subject staff to cover RHISE staff absence and vice versa. 
Regular subject staff meetings to discuss student’s progress and estimated entries/ entries.

Invigilators - lack of appropriately trained invigilators or invigilator absence

Criteria for implementation of the plan 

Failure to recruit and train sufficient invigilators to conduct exams 

Invigilator shortage on peak exam days 

Invigilator absence on the day of an exam 

Centre actions to mitigate the impact of the disruption 

Invigilators have training prior to examination series 
All invigilators are employed by KS Education Limited and/ or have extensive experience 
RHS to use RHISE invigilating staff and vice versa 
SLT are used to invigilate

Exam rooms - lack of appropriate rooms or main venues unavailable at short notice

Criteria for implementation of the plan 

Exams officer unable to identify sufficient/appropriate rooms during exams timetable planning 

Insufficient rooms available on peak exam days 

Main exam venues unavailable due to an unexpected incident at exam time 

Centre actions to mitigate the impact of the disruption 

Room plans and seating plans planned for when students are entered for examinations 
Use of RHS building or RHISE building should one not be able to facilitate exams due to unexpected incident

Failure of IT systems

Criteria for implementation of the plan 

MIS system failure at final entry deadline 

MIS system failure during exams preparation 

MIS system failure at results release time 

Centre actions to mitigate the impact of the disruption 

Liaise with network support and IT manager in school.  
Contact exam boards for advice.

Emergency evacuation of the exam room (or centre lock down)

Criteria for implementation of the plan 

Whole centre evacuation (or lock down) during exam time due to serious incident resulting in exam candidates being unable to start, proceed with or complete their exams 

Centre actions to mitigate the impact of the disruption 

Liaise with JCQ.  
Contact exam boards for advice as soon as possible.

Disruption of teaching time in the weeks before an exam – centre closed for an extended period

Criteria for implementation of the plan 

Centre closed or candidates are unable to attend for an extended period during normal teaching or study supported time, interrupting the provision of normal teaching and learning 

Centre actions to mitigate the impact of the disruption 

Where there is disruption to teaching time and students miss teaching and learning, it remains the responsibility of centres to prepare students, as usual, for examinations. KS Education would use remote learning to continue lessons with students and their subject teachers 
In the case of modular courses, centres may advise candidates to sit examinations in an alternative series 
School would communicate with parents/ carers and students about potential disruption to teaching time and plans below:  
Temporary classrooms hired as necessary,  
Liaise between RHS and The RHISE Centre to share their accommodation provisions 
Use of TEAMS and remote learning

Candidates at risk of being unable to take examinations – centre remains open

Criteria for implementation of the plan 

Candidates at risk of being unable to attend the examination centre to take examinations as normal 

Centre actions to mitigate the impact of the disruption  

School will communicate with exam boards, parents/ carers and candidates at outset where applicable. 
Apply to exam boards for special consideration for candidates 
Send exam boards alternative arrangements for candidates

Centre at risk of being unable to open as normal during the examination period

(including in the event of the centre being unavailable for examinations owing to an unforeseen emergency) 

Criteria for implementation of the plan 

Centre at risk of being unable to open as normal for scheduled examinations  

Centre actions to mitigate the impact of the disruption 

(This must focus on options that enable candidates to take their examinations) 
Use of Roselyn House School and/ or The RHISE Centre 
Apply to exam boards for special consideration. 
Offer candidates opportunity to sit exams missed at next available series, if possible.

Disruption in the distribution of examination papers

Criteria for implementation of the plan 

Disruption to the distribution of examination papers to the centre in advance of examinations 

Centre actions to mitigate the impact of the disruption 

awarding organisations to provide centres with electronic access to examination papers via a secure external network. Centres would need to ensure that copies are received, made and stored under secure conditions and should have plans in place to facilitate such an action. Awarding organisations would provide guidance on the conduct of examinations in such circumstances.  
as a last resort, and in close collaboration with centres and regulators, awarding organisations to consider scheduling of the examination on an alternative date) 
School contacts exam boards to arrange for alternative delivery of papers (fax; email, courier, etc).

Disruption to transporting completed examination scripts

Criteria for implementation of the plan 

Delay in normal collection arrangements for completed examination scripts/assessment evidence 

Centre actions to mitigate the impact of the disruption 

where examinations are part of the national ‘yellow label’ service or where awarding bodies arrange collections, centres should contact the relevant awarding bodies for advice and instructions and should not make their own arrangements for transportation unless told to do so by the awarding body  
for any examinations where centres make their own collection arrangements, centres should investigate alternative options that comply with the requirements detailed in the JCQ publication Instructions for conducting examinations. 
centres to ensure secure storage of completed examination scripts until collection/ transportation to Parcelforce

Assessment evidence is not available to be marked

Criteria for implementation of the plan 

Large scale damage to or destruction of completed examination scripts/assessment evidence before it can be marked 

Completed examination scripts/assessment evidence does not reach awarding organisations  

Centre actions to mitigate the impact of the disruption 

awarding organisations to generate candidate marks for affected assessments based on other appropriate evidence of candidate achievement as defined by the awarding organisations  
where marks cannot be generated by awarding organisations candidates may need to retake affected assessment in a subsequent assessment series. 
School communicates immediately with exam boards and to students and parents/ carers 
Candidates retake affected assessment at a subsequent assessment window, if possible

Centre unable to distribute results as normal or facilitate post results services

(including in the event of the centre being unavailable on results day owing to an unforeseen emergency) 

Criteria for implementation of the plan 

Centre is unable to access or manage the distribution of results to candidates, or to facilitate post-results services 

Centre actions to mitigate the impact of the disruption 

Distribution of results: 

centre to make arrangements to access its results at Roselyn House School or The RHISE Centre, in agreement with the relevant awarding organisation  
centres to make arrangements to coordinate access to post results services from an alternative site 
centres to share facilities with other centres if this is possible, in agreement with the relevant awarding organisation (as above)

Facilitation of post results services: 

centre to make arrangements to make post results requests at an alternative location 
centres to contact the relevant awarding organisation if electronic post results requests are not possible)

  Cyber Security. Where a Cyber- attack may compromise any aspect of delivery or results

Criteria for implementation of the plan Centre is unable to obtain results to candidates, or to facilitate post-results services 

Centre actions to mitigate the impact of the disruption 

Constant review of risks and weak points in security measures Increasing staff awareness of data security through training.

Distribution of results: 

Results can be accessed from awarding body websites and printed
Containment may include isolating/closing a compromised section of the network
Attempt to recover any losses and limit the damage
Identify any affected data and notify organisations as appropriate
Back up data base as per schedule
Keep network security up to date
Ensure the Exams & ICT Manager has access to awarding body sites from home.
centre to make arrangements to make post results requests at an alternative location 
centre to contact the relevant awarding organisation if electronic post results requests are not possible)

If subject to a cyber-attack, centres should:

• Enact your incident management plan • Report to the NCSC: https://report.ncsc.gov.uk/

• Contact your local law enforcement and Action Fraud: https://www.actionfraud.police.uk/

• Inform the DfE by emailing: sector.securityenquiries@education.gov.uk Facilitation of post results services: 

Further guidance to inform procedures and implement contingency planning 

Ofqual  

What schools and colleges and other centres should do if exams or other assessments are seriously disrupted: 

1. Contingency planning 

You should prepare for possible disruption to exams and other assessments and make sure staff are aware of these plans. 

2. Disruption to assessments or exams 

In the absence of any instruction from the relevant awarding organisation, you should make sure that any exam or timetabled assessment takes place if it is possible to hold it. This may mean relocating to alternative premises.  

You should discuss alternative arrangements with your awarding organisation if: 

the exam or assessment cannot take place 
a student misses an exam or loses their assessment due to an emergency, or other event, outside of the student’s control

See also the JCQ Joint Contingency Plan for the Examination System in England, Wales and Northern Ireland. 

3. Steps you should take 

3.1 Exam planning 

Review contingency plans well in advance of each exam or assessment series. Consider how, if the contingency plan is invoked, you will comply with the awarding organisation’s requirements. 

3.2In the event of disruption 

Contact the relevant awarding organisation and follow its instructions.

Take advice, or follow instructions, from relevant local or national agencies in deciding whether your centre is able to open.

Identify whether the exam or timetabled assessment can be sat at an alternative venue, in agreement with the relevant awarding organisation, ensuring the secure transportation of questions papers or assessment materials to the alternative venue.

Where accommodation is limited, prioritise students whose progression will be severely delayed if they do not take their exam or timetabled assessment when planned.

In the event of an evacuation during an examination please refer to JCQ’s Centre emergency evacuation procedure.

Communicate with parents, carers and students any changes to the exam or assessment timetable or to the venue.

Communicate with any external assessors or relevant third parties regarding any changes to the exam or assessment timetable.

3.3 After the exam 

Consider whether any students’ ability to take the assessment or demonstrate their level of attainment has been materially affected and, if so, apply for special consideration.

Advise students, where appropriate, of the opportunities to take their exam or assessment at a later date.

Ensure that scripts are stored under secure conditions.

Return scripts to awarding organisations in line with their instructions. Never make alternative arrangements for the transportation of completed exam scripts, unless told to do so by the awarding organisation.

4.  Steps the awarding organisation should take 

4.1 Exam planning 

Establish and maintain, and at all times comply with, an up-to-date, written contingency plan.

Ensure that the arrangements in place with centres and other third parties enable them to deliver and award qualifications in accordance with their conditions of recognition.

4.2 In the event of disruption 

Take all reasonable steps to mitigate any adverse effect, in relation to their qualifications, arising from any disruption.

Provide effective guidance to any of their centres delivering qualifications.

Ensure that where an assessment must be completed under specified conditions, students complete the assessment under those conditions (other than where any reasonable adjustments or special considerations require alternative conditions).

Promptly notify the relevant regulators about any event which could have an adverse effect on students, standards or public confidence.

Coordinate its communications with the relevant regulators where the disruption has an impact on multiple centres or a wide range of learners.

4.3 After the exam 

Consider any requests for special consideration for affected students. For example, those who may have lost their internally assessed work or whose performance in assessments or exams could have been affected by the disruption. 

5. If any students miss an exam or are disadvantaged by the disruption 

If some of the students have been adversely affected by the disruption, you should ask the awarding organisation about applying for special consideration. 

Decisions about special consideration, when it is or is not appropriate, is for each awarding organisation to make. Their decisions might be different for different qualifications and for different subjects. 

6. Wider communications 

The regulators, Ofqual in England, Qualifications Wales in Wales and CCEA Regulation in Northern Ireland, will share timely and accurate information, as required, with awarding organisations, government departments and other stakeholders. 

The Department for Education in England, the Department of Education in Northern Ireland and the Welsh Government will inform the relevant government ministers as soon as it becomes apparent that there will be significant local or national disruption; and ensure that they are kept updated until the matter is resolved. 

Awarding organisations will alert the Universities and Colleges Admissions Service (UCAS) and the Central Applications Office (CAO) about any impact of the disruption on their deadlines and liaise regarding student progression to further and higher education. 

Awarding organisations will alert relevant professional bodies or employer groups if the impact of disruption particularly affects them. 

7. Widespread national disruption to the taking of examinations or assessments 

https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted)  

JCQ 

15.1 The qualification regulators, awarding bodies and government departments responsible for education have prepared and agreed information for schools and colleges in the event of examinations being seriously disrupted. This jointly agreed information will ensure consistency of response in the event of major disruption to the examinations system affecting significant numbers of candidates.  

Further information may be found at: https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted  

15.2 In addition, awarding bodies have their own well-established contingency plans in place to respond to disruptions. It is important that exams officers who are facing disruption liaise directly with the relevant awarding body/bodies.  

15.3 Centres should prepare plans for any disruption to examinations as part of their general emergency planning. It is important to ensure that relevant centre staff are familiar with the plan.  Consideration should be given as to how these arrangements will be communicated to candidates, parents and staff should disruption to examinations occur.  

15.4 In the event that the head of centre decides the centre cannot be opened for scheduled examinations, the relevant awarding body must be informed as soon as possible. Awarding bodies will be able to offer advice regarding the alternative arrangements for conducting examinations that may be available and the options for candidates who have not been able to take scheduled examinations.   

15.5 The awarding bodies will designate a ‘contingency day’ for examinations, Wednesday 28th June 2023 (last day available) . This is consistent with the qualification regulators’ document Exam system contingency plan: England, Wales and Northern Ireland: https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland  

The designation of a ‘contingency day’ within the common examination timetable is in the event of national or significant local disruption to examinations. It is part of the awarding bodies’ standard contingency planning for examinations.  

The awarding bodies have collectively agreed a contingency day for several years now which is always scheduled at the end of the GCSE, GCE AS and A-level exam timetables.

The contingency day is in the event of national or significant local disruption to exams in the United Kingdom, being part of the awarding bodies’ standard contingency planning for exams.

Following the Covid-19 pandemic, further resilience was needed within the exam timetables. A single contingency day was not felt to be sufficient if a national event or incident had a significant effect on the exam timetable. For example, summer exams could be affected by extremely high temperatures.

For the June 2023 exams, the awarding bodies have therefore introduced two additional half-day contingency sessions. These are on Thursday 8 June 2023 and Thursday 15 June 2023. The standard contingency day remains at the end of the timetable being scheduled on Wednesday 28 June 2023.

Candidates should be available until Wednesday 28 June 2023 should examinations need to be rescheduled.

This Notice is based on guidance provided within the JCQ Joint Contingency Plan, which is available from the  JCQ website: 

www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations/

In the event of widespread disruption to the examination system, all centres must have contingency plans in place. There are three main categories of disruption, which are outlined below. 

Candidates at risk of being unable to take examinations – centres remain open 

Centres’ contingency plans should focus on options that enable candidates to take their examinations. As part of these preparations, centres should take into account the guidance provided in the JCQ publication Instructions for conducting examinations: http://www.jcq.org.uk/exams-office/ice---instructions-for- conducting-examinations  

consider moving the starting times of the examination for all candidates (see section 6.2 of the JCQ publication Instructions for conducting examinations)

being aware of the rules for very late arrivals (see section 21 of the JCQ publication Instructions for conducting examinations).

Wherever possible, it is always in the best interest for candidates to sit the examination. However, if candidates who are unable to sit the examination meet the criteria, special consideration through absence for acceptable reasons is an option (see Chapter 4 of the JCQ publication A guide to the special consideration process: https://www.jcq.org.uk/exams-office/access-arrangements-and-special- consideration/regulations-and-guidance  

Please do not hesitate to call the relevant awarding body if you require additional support or guidance in the event of disruption to examinations. 

Centres at risk of being unable to open as normal during the examination period 

As above, centres’ contingency plans must focus on enabling candidates to take their examinations if the centre is at risk of being unable to open as normal. 

The responsibility for deciding whether it is safe for a centre to open lies with the head of centre who is responsible for taking advice or following instructions from relevant local or national agencies. 

Information on what centres should do if examinations or other assessments are seriously disrupted can be found in the three country regulators’ exam system contingency plan: 

www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted 

Special consideration through absence for acceptable reasons is also available as an option if all other avenues have been exhausted and candidates meet the relevant criteria. 

Please do not hesitate to call the relevant awarding body if you require additional support or guidance in the event of disruption to your examinations. 

Disruption to transporting completed examination scripts 

If there is a delay in normal collection arrangements for completed examination scripts: 

where examinations are part of the national ‘yellow label’ service or where awarding bodies arrange collections, centres should contact the relevant awarding bodies for advice and instructions. 
for examinations where centres make their own collection arrangements, they should investigate alternative options that comply with the JCQ publication Instructions for conducting examinations 
completed scripts must be stored securely until they are collected.

Summary of centre and awarding body responsibilities 

Examination centres are responsible for: 

preparing plans for any disruption to examinations as part of centres’ general emergency planning  
deciding whether the centre can open for examinations as scheduled and informing relevant awarding bodies if the centre is unable to open 
exploring the opportunities for alternative arrangements if the centre cannot open for examinations and agreeing such arrangements with the awarding bodies

 judging whether candidates meet the requirements for special consideration because of any disruption and submitting these requests to the relevant awarding bodies 
assessing their circumstances and liaising with awarding bodies in the event of disruption to the transportation of papers.

Awarding bodies are responsible for: 

ensuring centres receive examination materials for scheduled examinations 
advising centres on possible alternative examination arrangements and declining/approving proposals for alternative examination arrangements

evaluating and declining/approving requests for special consideration.

Contacting the awarding bodies 

In all cases, if there are any concerns, please contact the relevant awarding body for advice:  

AQA 

0800 197 7162 
eos@aqa.org.uk  

CCEA 

028 9026 1212, 028 9026 1293, 028 9026 1425 
centresupport@ccea.org.uk 

OCR 

01223 553998 
support@ocr.org.uk  

Pearson 

0344 463 2535 

WJEC 

02920 265 077 
exams@wjec.co.uk 

www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations

General Regulations for Approved Centres www.jcq.org.uk/exams-office/general-regulations  

Guidance notes on alternative site arrangements www.jcq.org.uk/exams-office/online-forms  

Guidance notes for transferred candidates www.jcq.org.uk/exams-office/online-forms  

Instructions for Conducting Examinations www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations   

A guide to the special consideration process www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance 

GOV.UK 

Emergency planning and response: Severe weather; Exam disruption; Coronavirus (COVID-19) www.gov.uk/guidance/emergencies-and-severe-weather-schools-and-early-years-settings 

Dispatch of exam scripts guide: Ensuring the service runs smoothly; Contingency planning https://www.gov.uk/government/publications/dispatch-of-exam-scripts-yellow-label-service 

Wales 

School closures: examinations gov.wales/school-closures-examinations  

Opening schools in extremely bad weather: guidance for schools gov.wales/opening-schools-extremely-bad-weather-guidance-schools  

Northern Ireland 

Exceptional closure days www.education-ni.gov.uk/articles/exceptional-closure-days  

Checklist for Principals when considering Opening or Closure of School - exceptional closure of schools 

 www.education-ni.gov.uk/publications/checklist-exceptional-closure-schools  

School closures www.nidirect.gov.uk/articles/school-closures  

National Counter Terrorism Security Office  

Checklist for managing bomb threats www.gov.uk/government/publications/bomb-threats-guidance/procedures-for-handling-bomb-threats  

Guidance - Bomb Threats www.gov.uk/government/publications/crowded-places-guidance/bomb-threats  

Written by K Willacy January 2022

Reviewed: October 2022 

Review: September 2023

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